Transcript Slide 1

Unified Improvement
Planning: District Support
for Turnaround and Priority
Improvement Schools
Sponsored by
The Colorado Department of Education
Fall 2010
Version 1.0
Introductions
Center for Transforming Learning and Teaching
• Julie Oxenford O’Brian
• Mary Beth Romke
www.ctlt.org
Purpose
Enhance the support that district
leaders provide to turnaround and
priority improvement schools as they
engage in unified improvement
planning.
One in a series of CDE sponsored
sessions on UIP. . .
1. School Level Support for Schools assigned a Priority
Improvement or Turnaround Plan under state
accountability
2. District Level Support for Districts with schools assigned a
Priority Improvement or Turnaround Plan Under State
Accountability
3. District Level Support for Districts Accredited with
Turnaround or Priority Improvement plans under state
accountability or identified for improvement under ESEA,
including Titles I, IIA and/or III
4. Using the Unified Improvement Plan for Title I
Requirements (Webinar Only)
Materials
Norms
The standards of behavior by
which we agree to operate
while we are engaged in
learning together.
Page 2
Introductions
• Introduce yourselves to the folks at your
table:
– Name/Role
– One hope and one fear you have about
supporting your district’s turnaround and
priority improvement school(s).
• Select one hope and one fear from your
table to share.
Outcomes
Engage in
hands-on
learning
activities and
dialogue with
colleagues.
•
Understand district roles in supporting
Turnaround (TA) and Priority Improvement (PI)
schools.
•
Recognize unique needs of TA and PI schools
•
Support development and review of school
plan components including:
– Data analysis;
Complete
readings.
– Annual targets;
– Major improvement strategies; and
– Title I requirements (if appropriate).
Facilitate
processes
locally.
•
Provide relevant views of school-level data.
•
Determine the relationship between district and
school-level improvement plans.
•
Identify collaboration and support needs.
Activity: Progress Monitoring
• Go to Progress Monitoring page 5.
• Re-write the learning targets for day one in your own
language.
• Describe what these learning targets mean to you.
• Create a bar graph which describes where you currently
believe you are in relationship to each of learning target.
Learning Target
Understand district roles in supporting Turnaround (TA)
and Priority Improvement (PI) schools..
This means:
Describe what we need to do and our
progress to date to dramatically improve
our lowest-performing schools.
I don’t
know
what
this Is
I need
more
practice
I’ve
got It
I can
apply it
in a new
way
Reflections
Agenda
Unified
Improvement
Planning
Basics Review
UIP Quality
Criteria for
Development
and Review
Turnaround
and Priority
Improvement
Requirements
School Plan
Feedback and
Review
The data
views your
schools need
Support and
Collaboration
Opportunities
Purposes of Unified Improvement Planning
• Support school and district use of performance data to
improve student learning.
• Transition from planning as “an event” to planning as
“continuous improvement”.
• Provide a mechanism for external stakeholders to learn
about schools/district improvement efforts.
• Reduce the number of required improvement “plans”.
• Align improvement efforts within schools and districts.
• Meet state and federal accountability requirements.
What School Planning Requirements will the
Unified Improvement Plan Meet?
• State accountability
• Title I
– Improvement Plan for schools on improvement,
corrective action or restructuring
– Targeted Assistance Plan*
– Schoolwide Plan*
• * some requirements may need to be included as
addendums for Targeted Assistance and Schoolwide
Plans.
Colorado Unified Planning Template
for Schools
Major Sections:
I. Summary Information about the school
II. Improvement Plan Information
III. Narrative on Data Analysis and Root
Cause Identification
IV. Action Plan(s)
Page 9
Basic Steps in Improvement Planning
I.
Summary Information
about the school
II. Additional Information
III. Narrative on Data
Analysis and Root
Cause Identification
IV. Action Planning
Theory of Action: Continuous
Improvement
FOCUS
Timeline
• August 15th – SPF Reports and initial plan type
assignments released to districts.
• October 15th – district submits accreditation categories
and case for revising plan type assignment if appropriate.
• November 15th – Final plan type assignments.
• January 15th – Priority Improvement, Turnaround and
schools on improvement for Title I submit plans to CDE.
• February and March – state review, feedback to schools
and revision
• April 15th – plans submitted for publication on
schoolview.org
Stakeholder Roles
• Consider:
– District Roles
– Add any missing roles (extra rows)
• Table discussion:
– What questions, if any, do we have about these
roles?
– What additional roles should be added to the list?
• Share out additional roles
Page 21
Chalk Talk
• Determine your table color (2 colors in the room).
• Each table has one of the following topics:
1.
Timeline for school planning
2.
Reviewing and providing feedback about priority improvement and
turnaround plans
3.
Building school-level capacity to engage in planning
4.
Selecting and implementing turnaround options.
• Write notes on the paper at your table about where you are as a district
on the topic at your table.
• Move with your district team to the next topic/table with the same color.
• Continue to make notes and move until all you have addressed all
topics and return to your original table.
Page 23
Current District Challenges
• Using sticky notes, brainstorm and record (one
per sticky note):
Our current most significant challenges in supporting
Turnaround and Priority Improvement schools
• As a table group, sort like challenges together.
• Prioritize.
• Share top two.
Agenda
Unified
Improvement
Planning
Basics Review
UIP Quality
Criteria for
Development
and Review
Turnaround
and Priority
Improvement
Requirements
School Plan
Feedback and
Review
The data
views your
schools need
Support and
Collaboration
Opportunities
State
Distribution of
Schools by
Preliminary
Plan Type
Assignment
Page 27
School
Improvement
Needed
Incremental
change:
smaller,
limited focus,
over time
District can
choose and
manage
change
Dramatic
change: big,
broad focus,
fast
District can
choose but
needs help
managing
change
Adapted from: School
Restructuring: What Works When,
Learning Point Associates, June
2010
State takeover:
district doesn’t
have capacity to
choose or
manage change
Reorganizing
school
management
Innovation
school
Employing
turnaround
partner
Public or
private
management
organization
Charter
school
Incremental vs. Dramatic
• Work with your table.
Select a recorder.
• Using a flip chart
page create a t-chart
• Brainstorm examples
of incremental
changes
• Brainstorm examples
of dramatic changes
Incremental
Dramatic
School Turnaround is a dramatic intervention in a
low-performing school that both produces
significant achievement gains within two years and
prepares the school for long-term transformation
into a high-performance organization. – Mass
Insight
Restructuring means making major,
rapid changes that affect how a school is
led and how instruction is delivered.
Restructuring is essential to achieving
rapid, dramatic improvements in student
learning – Learning Point Associates
Dramatic change for “persistently lowperforming schools”
This idea is not new. . .
• Comprehensive School Reform Designs (New American
Schools Development Corp. & IASA)
• School Restructuring (NCLB)
• School Improvement Grants Under Section 1003(g) of
the Elementary and Secondary Education Act of 1965 -January 2009 amendments – school turnaround,
transformation, restart or closure.
• Colorado SB09-163 Educational Accountability Act:
Turnaround and Priority Improvement .
School
Improvement
Needed
Incremental
change:
smaller,
limited focus,
over time
District can
choose and
manage
change
Dramatic
change: big,
broad focus,
fast
District can
choose but
needs help
managing
change
Adapted from: School
Restructuring: What Works When,
Learning Point Associates, June
2010
State takeover:
district doesn’t
have capacity to
choose or
manage change
Reorganizing
school
management
Innovation
school
Employing
turnaround
partner
Public or
private
management
organization
Charter
school
Reviewing Turnaround Options
• Work with a partner. Take out “Turnaround
Options,” page 31.
• Silently read one row in the chart (individually).
• When each partner has completed a row, look
up and “say something.” Something might be a
question, a brief summary, a key point, an
interesting idea or personal connection to the
text.
• Continue until you complete all of the rows in the
chart.
Title I Requirements
• If your school also receives Title I funding,
additional planning requirements will apply . . .
– Schoolwide Title I
– Targeted Assistance programs
– on improvement, corrective action or
restructuring
• Quality criteria for school UIPs
• Review NCLB Restructuring Options, page 32
– How do the NCLB restructuring options compare to
the Colorado Turnaround Options?
Factors for determining approach
• School performance – How persistent is the low performance? Are
there any strengths to build upon?
• Root cause analysis – How far-reaching are the causes of persistent
low performance?
• School-level leadership – Can current school- leadership lead
dramatic change? Does school leadership understanding of root
causes align with district understanding?
• Community readiness – Is the community ready, could the
community be made ready for comprehensive change?
• Does the district have capacity to provide change leadership and
support? Will an external partner be engaged?
• Is the school already implementing a dramatic change strategy?
Necessary for Dramatic Change
• A clear vision. What will the school look like when the restructuring
process is completed?
• An empowered leader, a change agent, who can maintain a focus
on the vision, motivate members of the school community, plan,
communicate, and persist in keeping the change process on track.
• Improvement teams, generally at both the district and school level.
• Involvement of the whole school community: faculty, support
staff, parents, community members, and students.
• Sufficient time to craft a quality plan. A summer is not enough.
• Small, “quick wins.” Relatively small, simple changes that have
large, quick payoffs and can provide the momentum for more difficult
changes.
Wahlbert, H.J. Eds. (2007). Handbook on Restructuring and
Substantial School Improvement. Lincoln, NE: Center on Innovation
and Improvement.
Resources to help. . .
• Resources available through: comprehensive
school reform, NCLB restructuring,
Turnaround/Transformation
Page 35
• Centers:
– The Center for Comprehensive School Reform and
Improvement: http://www.centerforcsri.org
– Center on Innovation & Improvement (CII):
http://www.centerii.org/
– Learning Point Associates: http://www.learningpt.org/
– Mass Insight Education: http://www.massinsight.org/
– Public Impact: http://www.publicimpact.com
– U.S. Department of Education: http://www.ed.gov/
Turnaround Options
Table dialogue, consider:
• Which turnaround option(s) would your
district be ready to implement and support
with your school(s) by fall 2011?
• What needs to happen between now and
fall 2011 to prepare various educational
stakeholders for this approach to change?
Steps to prepare for dramatic
change
• Determine who will engage in planning for dramatic
change (district staff? new leadership?).
• Engage in a comprehensive qualitative review of school.
• Engage school and community stakeholders (input to the
approach)
• Establishing data infrastructure.
• Determine an approach.
• Define a new vision.
Integrating your Thinking
• Take out, Supporting Schools
Notecatcher
• Make notes about your efforts to
determine a dramatic improvement
approach and engage local stakeholders.
• What tools will you use?
Agenda
Unified
Improvement
Planning
Basics Review
UIP Quality
Criteria for
Development
and Review
Turnaround
and Priority
Improvement
Requirements
School Plan
Feedback and
Review
The data
views your
schools need
Support and
Collaboration
Opportunities
Multiple measures must be
considered and used to understand
the multifaceted world of learning from
the perspective of everyone involved.
-Victoria Bernhardt
What types of data do we have?
• Demographics
• Perceptions
• Student Learning
• School Processes
Demographics
School
Processes
Provides information that
allows for the prediction of
actions, processes,
programs that best meet the
needs of all students.
Student
Learning
Perceptions
Victoria Bernhardt
Activity: Data Intersections
• Refer to the Creating Intersections
Activity worksheet
• Working with a partner, select a 2-way
intersection, then identify what
questions you can answer with that
data intersection.
• Try a 3-way intersection.
Page 43
For what do you use multiple data
sources in UIP?
• To answer questions about performance:
– Significant rends
– Priority needs)?
Performance Measures
• To determine why school performance is what it is
Process Measures
(root causes)?
• To monitor school progress towards annual
targets (interim measures).
• To monitor implementation of improvement
strategies (implementation benchmarks).
Drilling-Down
• Consider Data Analysis: Drilling Down, page 47
• Choose a sub-indicator for which your school did not
meet state expectations. Select questions that would
help your school staff to drill-down.
• Identify what state and local data reports would be
needed to investigate each question.
• Evaluate the data that is available:
– State-provided reports
– relevant/available local data
Page 47
Develop a Data Analysis Plan
• Consider the data analysis plan template, p. 57.
• What guidance can you provide your schoollevel planning team about drilling deeper to
understand the school’s performance?
• Evaluate the data that is available:
– State-provided reports
– relevant/available local data
• Is the data organized in a way that would allow
your team to answer the most critical questions?
Data Sources Calendar
Consider the sample Data Sources Calendar.
– What are the benefits of having timing attached to a
survey of data sources?
– What would you add, delete from this template?
– How will you facilitate school/district leader
organization of their data sources over time?
Page 63
Tools you can use
Tool
Using Multiple Sources
Multiple Measures Graphic
Data Questions
Creating Intersections
Summary of Data Intersections
SST Evidence
Drilling Down
Data Analysis Plan
Survey of Assessment Data Example
Survey of Assessment Data Template
Data Sources Calendar
Use
Build background knowledge
Identify what data is needed to answer critical
educational questions
Build background knowledge
Build background knowledge
Identify what data is needed to answer critical
educational questions
Identify possible local data sources
Supporting local data analysis
Supporting local data analysis
Build background knowledge related to inventorying
local assessment data
Support gathering of local assessment data.
Prepare to use multiple data sources in
improvement planning
Integrating your Thinking
• Take out, Supporting Schools
Notecatcher
• Make notes about your efforts to support
your schools in gathering and organizing
data
• What tools will you use?
Agenda
Unified
Improvement
Planning
Basics Review
UIP Quality
Criteria for
Development
and Review
Turnaround
and Priority
Improvement
Requirements
UIP School
Plan
Feedback and
Review
The data
views your
schools need
Support and
Collaboration
Opportunities
Key Planning Resources
Resource
1. Quality Criteria
for Unified
Improvement
Plans (school
level)
2. Unified
Improvement
Plan Examples
(elementary
and secondary,
turnaround)
Uses
• Provide a “target” for plan
developers for Section III and
Section IV plan elements.
• Serve as the basis for plan
review (district leaders, school
accountability committees, local
school boards, state department
staff, state review panel)
• Examples of what might be
included in each section of the
plan.
UIP Components
Section III
• Data Analysis Worksheet
– Significant Trends
– Priority Needs
– Root Causes
• Data Narrative
– Data analysis processes
used
– Data used
– Significant Trends
– Priority Needs
– Root Cause Analysis
Section IV
• School Goals Worksheet
– Annual Targets (2010-2011
and 2011-2012)
– Interim Measures
• Action Planning
Worksheet
– Major Improvement
Strategies
– Root Cause(s) addressed
– Action Steps (timeline, key
personnel, resources,
implementation
benchmarks)
Reminder: Significant Trends
• Include all performance indicator areas.
• Identify where the school did not at least
meet state and federal expectations.
• Include at least three years of data.
• Consider data beyond that included in the
school performance framework (gradelevel data).
Reviewing priority need(s)
Priority needs are. . .
• Specific statements about the school’s performance
challenges
• Strategic focus for the school
• Description of what is based on analysis of trends
Priority needs are NOT
• What caused or why we have the performance challenge
• Action steps that need to be taken
• Concerns about budget, staffing, curriculum, or instruction
• Data interpretation
Priority Need Non-Examples
• To review student work and align proficiency levels to
the Reading Continuum and Co. Content Standards
• Provide staff training in explicit instruction and adequate
programming designed for intervention needs.
• Implement interventions for English Language Learners
in mathematics.
• Budgetary support for para-professionals to support
students with special needs in regular classrooms.
• No differentiation in mathematics instruction when
student learning needs are varied.
Priority Need Examples
For turnaround and priority improvement schools:
• Math achievement across all grade-levels and all
disaggregated groups over three years is persistently
less than 30% proficient or advanced.
• Median Student Growth Percentiles in reading across all
grade levels and all disaggregated groups is below 30
and has declined over the past three years.
• For the past three years, English language learners
(making up 60% of the student population) have had
median growth percentiles below 30 in all content areas.
Quality Criteria for Unified Improvement
Planning
•
Choose a partner. Take out: UIP Quality Criteria,
Section III – significant trends and priority needs.
•
Read individually the two rows in the table related to
significant trends and priority needs.
•
When each partner has completed the first row, look
up and “say something.” Something might be a
question, a brief summary, a key point, an
interesting idea or personal connection to the text.
•
Continue until you complete the second row.
Priority needs when dramatic
change is needed
• Consider the degree to which differences are
evident between static achievement and growth.
• Should consider if any strengths are evident.
• May include all or most content areas.
• May include all disaggregated groups of
students.
• Clarify the level of need and may not identify a
strategic focus per se.
Apply Quality Criteria Section III:
Significant Trends and Priority Needs
• Use the Quality Criteria for Unified Improvement
Planning and the “UIP Section III Feedback Form.”
• Use your school plan, or the sample turnaround plan,
consider:
– How are the significant trends and priority needs
similar and/or different from that reflected in quality
criteria
– How could these sections be improved on this
example plan (what they might do next)?
Integrating your Thinking
• Take out, Supporting Schools
Notecatcher
• Make notes about your efforts to support
your schools in identifying significant
trends and priority needs
• What tools will you use?
UIP Components
Section III
• Data Analysis Worksheet
– Significant Trends
– Priority Needs
– Root Causes
• Data Narrative
– Data analysis processes
used
– Data used
– Significant Trends
– Priority Needs
– Root Cause Analysis
Section IV
• School Goals Worksheet
– Annual Targets (2010-2011
and 2011-2012)
– Interim Measures
• Action Planning
Worksheet
– Major Improvement
Strategies
– Root Cause(s) addressed
– Action Steps (timeline, key
personnel, resources,
implementation
benchmarks)
The Role of Root Cause
Analysis
Root Cause Analysis
Action Plan
Priority Needs/
Performance Challenges
Moving up the Data Continuum
Brieter & Light, Light, Wexlar, Heinze, 2004
Root Causes are. . .
• Statements describing the deepest underlying
cause, or causes, of performance challenges.
• Interpretation of performance data
• Causes that if dissolved would result in
elimination, or substantial reduction of the
performance challenge(s).
• Things core changes the school needs to make
• The focus of major improvement strategies
Steps in Root Cause Analysis
1. Identify questions about the priority needs.
2. Generate explanations (brainstorm).
3. Categorize/ classify explanations.
4. Narrow (eliminate explanations over which you
have no control).
5. Prioritize.
6. Get to root cause(s).
7. Validate with other data.
Tools you can use
Tool/ Resource
Use
Root Cause Questions
Spur thinking for brainstorming
Levels of Root Causes
Support categorizing root causes.
Diagnostic Tree
Support organizing and categorizing root causes.
Fishbone Diagram (Blank)
Brainstorming in categories
Narrowing Explanations (CTLT, 2009)
Apply criteria to eliminate explanations that are not
actionable
The five why’s
Deepen thinking about root causes
When is a cause a root cause?
(Preuss, 2003, p. 5-6)
Build background knowledge on root causes
Validate with Data (CTLT, 2009)
Identify additional data sources to use to validate root
causes
Quality Criteria for Unified Improvement
Planning
•
Review: UIP Quality Criteria, Section III, Root Cause
Analysis.
•
Consider:
– To what degree do the root causes in your school’s
plan or the example turnaround plan meet the
quality criteria
– How could these root causes be improved?
UIP Components
Section III
• Data Analysis Worksheet
– Significant Trends
– Priority Needs
– Root Causes
• Data Narrative
– Data analysis processes
used
– Data used
– Significant Trends
– Priority Needs
– Root Cause Analysis
Section IV
• School Goals Worksheet
– Annual Targets (2010-2011
and 2011-2012)
– Interim Measures
• Action Planning
Worksheet
– Major Improvement
Strategies
– Root Cause(s) addressed
– Action Steps (timeline, key
personnel, resources,
implementation
benchmarks)
Data Narrative
• Narrative Description of:
– Trend Analysis and Priority Needs
– Root Cause Analysis
– Verification of Root Causes
• Tell the story of the school’s data.
• Describe the process in which the school
planning team engaged to identify trends,
priority needs and root causes.
Generating a Data Narrative
1. Identify critical elements of the data narrative
2. A small group (or individual) generate a draft of
data narrative based on data analysis and root
causes analysis notes.
3. Reach consensus among all planning
participants that the narrative:
–
tells the “data story” for the school.
–
meets state criteria
4. Revise data narrative as needed.
Apply Quality Criteria Section III
• Use the Quality Criteria for Unified Improvement
Planning and the “UIP Section III Feedback
Form,” page 99.
• Provide written feedback about Section III of
your school’s plan (or the example turnaround
plan):
– how their response differed from that reflected in
quality criteria
– how they can move forward (what they might do next)
UIP Components
Section III
• Data Analysis Worksheet
– Significant Trends
– Priority Needs
– Root Causes
• Data Narrative
– Data analysis processes
used
– Data used
– Significant Trends
– Priority Needs
– Root Cause Analysis
Section IV
• School Goals Worksheet
– Annual Targets (2010-2011
and 2011-2012)
– Interim Measures
• Action Planning
Worksheet
– Major Improvement
Strategies
– Root Cause(s) addressed
– Action Steps (timeline, key
personnel, resources,
implementation
benchmarks)
Clarify Annual Targets: Federal
• For Title I schools, in ESEA performance
indicators, annual targets have been set.
• AYP and Safe Harbor targets available on
www.cde.state.co.us
Annual Targets: State Indicators
• Academic Achievement, Academic Growth,
Academic Growth Gaps, Post-Secondary/
Workforce Readiness
• Schools and will need to set annual targets for
state performance indicator areas (for 20102011 and 2011-2012).
• Annual targets must result in schools at least
meeting state expectations within 5 years.
Setting Annual Targets for State Indicators
Focus on
priority
need(s)
Review state
or local
expectations
Determine
progress needed
in first two years
Determine
timeframe
(max 5 years)
Describe
annual targets
for two years
How good is good enough?
General guidelines:
• Median student growth percentile targets should
not be less than 50
• No penalty for not making targets in one year.
• State take-over in 5 years if school does not
meet minimum expectations
Apply Quality Criteria for Annual
Targets
•
Review: UIP Quality Criteria, Section IV. Annual
Targets
•
Consider the Annual Targets from your school’s
draft plan (or the example turnaround plan).
– how do their response differ from the quality
criteria
– how they can move forward (what they might do
next) to improve their targets
Review Interim Measures
• Interim measures must be identified for each annual
target.
• Data from interim measures should allow schools to
monitor progress quarterly.
• Examples: District Benchmark Assessment, NWEA
MAPS, Progress Monitoring assessments
• Table discussion:
– Review Quality Criteria, Section IV, Interim Measures
– What interim measures are likely to show up in the
school plans for your district/
Review Interim Measures
• What would be appropriate interim measure(s)
for the targets in your schools’ plan (or the
example turnaround plan)?
• Write a description of the interim measure,
include:
– Assessment or performance measures only
– Administered during the school year (more than
once).
– Specify how frequently the data will be available.
– Specify what metrics will be used.
Integrating your Thinking
• Take out, Supporting Schools
Notecatcher
• Make notes about your efforts to support
your schools in identifying annual targets,
and interim measures
• What tools will you use?
UIP Components
Section III
• Data Analysis Worksheet
– Significant Trends
– Priority Needs
– Root Causes
• Data Narrative
– Data analysis processes
used
– Data used
– Significant Trends
– Priority Needs
– Root Cause Analysis
Section IV
• School Goals Worksheet
– Annual Targets (2010-2011
and 2011-2012)
– Interim Measures
• Action Planning
Worksheet
– Major Improvement
Strategies
– Root Cause(s) addressed
– Action Steps (timeline, key
personnel, resources,
implementation
benchmarks)
Major Improvement Strategies
• Respond to root causes of the performance
problems you are attempting to remedy.
• Reflect an understanding that state takeover will
occur in 5 years if performance does not meet
expectations.
• Are of appropriate intensity and scope for the
level of change that is needed.
– For 2010-2011 school year – reflect planning for
dramatic change.
– 2011-2012 – beginning to implement dramatic change.
What is a Major Improvement
Strategy
• Review Unified Improvement Plan Quality
Criteria: Major Improvement Strategies and
Action Steps
• Table Dialogue:
– Do any of the criteria need clarification?
– What do you anticipate will be the most difficult
criteria for your school(s) to meet? Understand?
– What is the difference between a major improvement
strategy and an action step?
Implementation Benchmarks
• Implementation Benchmarks are. . .
– how schools will know major improvement strategies
are being implemented;
– Measures of the fidelity with which action steps are
implemented; and
– what will be monitored.
• Implementation Benchmarks are NOT:
– Performance measures (assessment results).
Selecting Implementation Benchmarks
• Review the Unified Improvement Planning
Quality Criteria: Implementation
Benchmarks
• Table Dialogue:
– Do any of the criteria need clarification?
– What do you anticipate will be the most difficult
criteria to meet? Understand?
– What is the difference between interim measures and
implementation benchmarks?
Practice: Implementation
Benchmarks
• Work with your table group.
• Consider the action steps in your school’s
plan or the example turnaround plan.
• Identify appropriate implementation
benchmarks based on the quality criteria..
Agenda
Unified
Improvement
Planning
Basics Review
UIP Quality
Criteria for
Development
and Review
Turnaround
and Priority
Improvement
Requirements
UIP School
Plan
Feedback and
Review
The data
views your
schools need
Support and
Collaboration
Opportunities
Timeline
August 15th
October 15th
SPF Reports and initial plan type assignments
released to districts.
District submits accreditation categories and case
forLocal
revising plan
plan type
assignment if appropriate.
development
and
November 15th State releases final plan
type assignments.
review.
January 15th
Priority Improvement, Turnaround and schools on
improvement for Title I submit plans to CDE for
state review.
February and
State review, feedback to schools and local
March
revision
Aprils 15th
Plans submitted for publication on schoolview.org
Local Plan Review
• Now through January 15th 2011
• Take out District Accountability Handbook
Excerpt, Consider:
– School Accountability Committee
Responsibilities.
– Review of School Plans (Priority Improvement
and Turnaround)
Page 93
Some steps in local review
• Determine local review/feedback timeline
(district staff, school accountability committees,
local school board)
• Develop local capacity to use the UIP quality
criteria.
• Complete district staff review/feedback for
school plan.
• Structure local board review/ plan approval.
• Submit school-level plan to state.
Local Plan Review
• Review of Turnaround and Priority improvement
plans are likely to include:
– District Staff
– School Accountability Committee
– Local School Board
• Discussion: How are you (or do you plan to)
involve each of these stakeholder groups in plan
review? What is your timeline?
• Share examples.
Integrating your Thinking
• Take out, Supporting Schools
Notecatcher
• Make notes about your efforts to engage
in local review and provide feedback to
schools and respond to state review
feedback about school-level plans.
• What tools will you use?
Agenda
Unified
Improvement
Planning
Basics Review
UIP Quality
Criteria for
Development
and Review
Turnaround
and Priority
Improvement
Requirements
UIP School
Plan
Feedback and
Review
The data
views your
schools need
Support and
Collaboration
Opportunities
Who can you learn from?
• Gallery walk of “chalk talk”
• Make notes about efforts of other districts that
you’d like to know more about.
• Targeted cross-district sharing of progress so
far.
Your Feedback!!!
• Written:
– Take out several sticky notes.
– Identify additional support needs (one per sticky note)
– For the parking lot
• + the aspects of this session that you liked or worked for you.
• The things you will change in your work or would change
about this session.
• ? Questions that you still have
•
Light bulb: ideas, a-has, innovations
• Oral: Your current thinking